Programme Specification
BSc (Hons) Construction Project Management
Valid from: September 2012
Faculty of Technology, Design and Environment
SECTION 1: GENERAL INFORMATION
Awarding body:
Teaching institution and location:
Final award:
Programme title:
Interim exit awards and award titles:
Brookes course code:
UCAS/UKPASS code:
JACS code:
Mode of delivery:
Mode/s of study:
Language of study:
Relevant QAA subject benchmark
statement/s:
External accreditation/recognition:
(applicable to programmes with
professional body approval)
Faculty managing the programme:
Date of production (or most recent
revision) of specification:
Oxford Brookes University
Oxford Brookes University
BSc (Hons)
Construction Project Management
Certificate of Higher Education – CertHE
Diploma of Higher Education - DipHE
QM
K221 BSc/QM
K221
Face to Face – on campus
Sandwich Full-Time, Part-Time
English
Construction, Property and Surveying (2008)
The Royal Institution of Chartered Surveyors
(RICS) - http://www.rics.org/
The Chartered Institute of Building (CIOB)
• www.ciob.org.uk
Technology, Design and Environment
May 2012
SECTION 2: OVERVIEW AND PROGRAMME AIMS
2.1 Rationale for/distinctiveness of the programme
The BSc (Hons) degree in Construction Project Management is accredited by both the Royal Institution
of Chartered Surveyors (RICS) and the Chartered Institute of Building (CIOB), and is therefore structured
and designed for students that wish to go on and gain membership of these professional bodies.
The breadth of career opportunities within the construction industry has a significant influence on the
design of the course. Our graduates are successfully employed as construction managers, project
managers and quantity surveyors, working for clients, developers, consultants, contractors and subcontractors, on private, commercial, national and international projects. To compliment this career
choice, the course is designed with a broad syllabus, a compulsory industrial placement year
experience, and a choice of degree pathway in the final year of study.
Within the broad syllabus there are four main themes – technology, management, project based
learning, and practical experience. For technology, students are provided with knowledge of construction
materials, plant and sustainability and construction techniques. With a modern fully equipped
construction technology laboratory, students are afforded the opportunity to gain first hand practical
experience in material manufacture and testing, trade skills and land surveying. There is also a
dedicated departmental computer suite to provide students with practical experience in the use of
construction based IT software. The theme of Management encompasses the areas of management
techniques to plan, cost and monitor projects as well as personal/personnel management skills such as
communication, time management, team work, leadership, etc. The course content is best understood
through its application to real projects, and this is how many of the subject area are taught with reference
to interesting and often live projects. Site visits and a European field trip are an essential and popular
component of the course.
Construction industry employers are very much in favour of graduates with work experience, in fact
many companies secure their graduates through first providing a placement. Therefore the course has a
compulsory industrial placement year which provides essential practical work experience. Other benefits
of a placement for students are: course subjects are put into context, paid employment and potential
sponsorship in final year, opportunity to form views about future career (choice of pathway), and
provides experience, focus and confidence in preparation for the final year of study.
To provide the choice of degree pathway the course shares the same choice of modules in years 1 and
2 as the BSc (Hons) degree in Quantity Surveying and Commercial Management. In the final year of
study (after a year of industrial experience) there is be a different choice of modules for each course.
The benefit of sharing the same modules until the final year of study is that students will be able to defer
the decision on which course to graduate until they have completed their 3rd year Industrial Placement
and are able to make a more informed decision of their future career progression. Students who wish to
change course, can then make a request to change at the beginning of their final year.
Through our placement employers and our professional liaison group, the programme has very strong
links with industry which provide many benefits including placements, visiting speakers, site visits,
professional mentoring, and student sponsorship.
The course also provides the opportunity for some of the syllabus (one semester) to be studied abroad
as part of our international exchange programme. This includes course links with European, American
and Australian Higher Education Institutions.
2.2 Aim/s of the programme
The overall aim is to deliver a high quality vocationally relevant undergraduate course in Construction
Project Management to prepare students for professional roles in the built environment in the ongoing
processes of evaluation, development, redevelopment, maintenance and management of national and
international built assets. More specifically, the course aims to:
• enable students to obtain and maintain professional management careers in the construction
industry;
• stimulate students’ intellectual curiosity and provide an environment in which they are able to
appreciate and develop their full potential;
• develop the intellectual and practical skills of the student in the processes underpinning the
finance and management of resources and the appropriate deployment of current technology
within the context of changing social, economic, legal, technological, political and environmental
frameworks;
• meet society’s needs for well-educated graduates who are adaptable, have appropriate
professional and transferable skills and are highly employable;
• prepare students for employment in a range of contexts or for further study and a career where
construction and project management knowledge and skills will be applied;
• prepare students for life-long learning, study and enquiry, and to appreciate the contribution of
education and construction to society.
• prepare students for leadership roles in the global construction of the 21st Century.
The course is designed specifically to meet the learning outcomes of the QAA Subject Benchmark
Statements and the professional competencies required by both the Royal Institution of Chartered
Surveyors and the Chartered Institute of Building.
SECTION 3: PROGRAMME LEARNING OUTCOMES
Knowledge, understanding and skills:
3.1
Academic literacy
PLO1
have a sound understanding in some depth of the core subject areas of construction project
management (management process and technique, technology, finance)
PLO2
ability to apply the above in the planning and management of construction projects
PLO3
understand the behaviour of construction materials
PLO4
understand construction processes
PLO5
apply management principles and practice to the solution of construction management
problems
PLO6
demonstrate a confident familiarity with the process of design and its relation to construction
PLO7
understand health & safety issues and their place in the social, operational and economic
context of design, construction, maintenance and disposal/reuse of built assets
3.2
Research literacy
PLO8
apply the processes of critical analysis and reflection to research projects in construction
management
3.3
Critical self-awareness and personal literacy
PLO9
apply a logical approach to problem solving
PLO10
be a capable and enthusiastic independent learner throughout her/his life
PLO11
communicate effectively in oral, written and graphic media
PLO12
be self-aware and competent in self-management
3.4
Digital and information literacy
PLO13
competently use communication and information technology
PLO14
apply software to the solution of problems in construction management
3.5
Global citizenship
PLO15
understand the practice of construction management in the making and maintenance of built
assets in their social economic and environmental context
PLO16
have an awareness of construction management and building in its national and international
contexts
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM
4.1 Programme structure and requirements:
The following tables provide the list of modules at each level, showing their credit value and status
(compulsory/acceptable/etc.).
LEVEL 4 – Year 1
Module
Code
U33503
U33504
U33507
U35001
U35002
U35008
U35009
Module Title
Introduction to Construction and Property Management
Introduction to Building Design and Construction
Introduction to Commercial Management
Economics of Built Environment
Foundation Real Estate and Construction Law
Introduction to Spatial Planning
Integrative Project 1
Credits
15
15
15
15
30
15
15
Status
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Semester
of delivery
1
1&2
2
2
1&2
1
2
LEVEL 5 – Year 2
Module
Code
U33521
U33522
U33524
U33525
U33527
U33529
U33537
U33549
Module Title
Construction Practice and Procedure
Quantity Surveying Practice
Construction Technology
Building Science and Environmental Systems
Construction Procurement and Law
Integrative Project 2
Construction Communication & Information Technology
Facilities Management (normally taken in year 4)
Credits
Status
15
15
30
15
15
15
15
15
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Compulsory
Acceptable
15
Alternative
Acceptable
Semester
of delivery
2
1
1&2
1
1
2
2
2
Language Modules (maximum of 2 modules normally
taken in years 2 and/or 4)
U6****
U615** French: 1A, 1B, 2, 3A, 3B, 4A, 4B
U625** Italian: Foundation A, Foundation B
U635** Spanish: 1A, 1B, 2, 3A, 3B, 4A, 4B
U627** Mandarin Chinese: 1A, 1B, 2A, 2B
U630** Japanese: 1A, 1B, 2A, 2B, 3A, 3B
1or2
LEVEL 5 – Year 3
Module
Code
Module Title
Credits
Status
Pass/
Compulsory*
Fail
*module compulsory unless evidence of prior equivalent experience provided
U33565
36 Week Industrial Placement Experience
Semester
of delivery
1&2
LEVEL 6 – Year 4
Module Module Title
Code
U33570 Innovation in Management and Technology
U33571 Project Management
U33573 Advanced Procurement and Dispute Resolution
U33588 Independent Study*
U33593 Project Development Feasibility
U33599 Construction Management Dissertation
*only available in special circumstances
Credits
15
15
15
15
30
30
Status
Compulsory
Compulsory
Compulsory
Acceptable
Compulsory
Compulsory
Semester
of delivery
1
1
2
1or2
1&2
1&2
Progression onto Level 5 and 6 modules normally require pre-requisite modules in Level 4 and 5 to be
passed. For full details of pre-requisite links between modules see the subject diagrams provided in the
appendices of the programme handbook.
For the standard requirements for progression and awards on the course refer to the Undergraduate
Modular Programme Regulations at:
http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/undergraduate-modularprogramme-regulations
4.2 Professional requirements
Professional accreditation from the Royal Institution of Chartered Surveyors (RICS) and the Chartered
Institute of Building (CIOB) is achieved through the successful completion of the BSc (Hons) degree as
set out in the University Undergraduate Modular Programme Regulations.
SECTION 5: PROGRAMME DELIVERY
5.1
Teaching, Learning and Assessment
Teaching and Learning
A wide range of teaching and learning methods are used to achieve programme objectives, including
lectures, seminars, workshops, laboratory practicals, drawing classes, computer classes, site visits,
fieldwork, case studies, simulations and group work. Smaller group sessions, such as seminars and
practicals, foster discussion, analysis and the development of interpersonal and problem-solving skills.
Independent learning is developed and nurtured through student-led seminars, individual and group
project work, the dissertation and the professional practice experience. The dissertation is supported by
a structured programme aimed at leading students through the key stages in its development, focusing
on the importance of research and research methods, as well as individual supervision.
Every module of study is designed with specific learning outcomes that enable students to develop in the
five key graduate attributes of academic literacy, research literacy, critical self-awareness and personal
literacy, digital and information literacy, and global citizenship.
Various learning resources have been developed to support independent learning. Module guides,
reading lists and assignment briefings underpin independent learning. They outline the aims and
objectives of the module, its structure, week-by-week content and the timetabled assessment tasks that
students must undertake. They enable students to make informed choices and to exercise self-direction
in pursuing aspects that are of interest to them within the framework of the module as a whole.
Academic staff in the department make significant use of electronic resources. This can take the form of
online module descriptions and handbooks, links to relevant web-sites, seminar materials, lecture slides
and electronic testing. The department is fully committed to the full use of online resources and is
engaged in the utilisation of Brookes Virtual Learning Environment software for resource-based learning.
Students are also encouraged to attend Library and IT training sessions, and draw upon appropriate
software and networked facilities for presentations by making use of Media Workshop resources and
expertise. Full details of the Universities E-Learning strategy can be found at:
http://www.brookes.ac.uk/virtual/strategy/.
Office hours and tutorials allow individual and small group consultations with lecturers around matters of
course content, coursework and the practical demands of learning.
Assessment and Feedback
Assessment encompasses all judgements made about the work of a student and/or their skills, abilities
and progress, and the associated provision of feedback. The Brookes Assessment Compact sets out the
aims and responsibilities for assessment for both the University and students.
The course provides an appropriate balance of assessment methods throughout its duration and on a
semester by semester basis. It is intended that the assessment method employed in each individual
module will examine the general educational aims and assess the learning outcomes as detailed in the
syllabus of that particular subject area, whilst complementing the teaching and learning methods and the
variety of the student learning and experience.
Assessment in form other than in unseen exam may be new to students and they may experience novel
situations of peer assessment and self-assessment. The intention is to provide an appropriate balance
between the following forms of assessment
diagnostic: that which provides information about the individual
formative: that which helps students in their learning
summative: that which gives a final and total measure of students attainment.
All module handbooks contain a description of the assessment types and methods, and provide the
specific assessment criteria used by staff in the awarding of grades. An assessment schedule is also
provided with dates for submission and feedback. Group work that is assessed is closely monitored in
line with University policy to ensure equity in the provision of marks awarded to a group. Where
appropriate, students enter into a contract with each other over the conduct of group work, providing the
module leader with a consensual basis for assessing those not contributing to the group effort.
On modules with a coursework component the aim is to give individual written feedback within two
weeks from the coursework submission deadline. All dissertation and Independent Study Modules are
double marked. A percentage of other assessed work is double marked within the Department to ensure
that the standard and profile of marking is appropriate. A sample of examination and coursework is
passed to the External Examiner. The sample sent will normally include all A-grades; all fails, borderline
cases and some examples of middle-grade marks. The Construction and Commercial Management
Subject Examination Committee meets on a semester basis to discuss student progression and
performance with the External Examiner present. These meetings are followed by meetings of the full
Modular Examinations Committee where awards are made.
Feedback can be about individual assignments, group work, a draft assignment or even ideas about a
future project (independent study or dissertation).
Feedback can help students to self-assess their work against assessment criteria as well as
understanding what they have done wrong in an assignment. It will help students to improve their future
assignments and to approach work in further modules.
Feedback comes in many different forms including: written comments, verbal comments about individual
or group work, or comments made during class discussions.
Typical contact for each module is 2-3 hours a week and can involve lectures, seminars, practicals,
workshops, tutorials, etc. In addition, each student is expected to carry out 100-120 hours of
independent study and research on the subject.
The programme modules are either coursework only or coursework and exam, with a typical split of 60%
- 40% respectively.
5.2 Assessment regulations
The programme conforms to the University Undergraduate Modular Programme Regulations:
http://www.brookes.ac.uk/uniregulations/current
SECTION 6: ADMISSIONS
6.1 Entry criteria
Typical Offer:
A-level: grades BBC to BCC
IB Diploma: 30-31 points
Advanced Diploma: grade B, including A-level at grade B
Other typical offers include:
• 2 A-levels plus 2 AS-levels equivalent to the offers above
• 1 12-unit vocational A-level (any programme) plus 1 A-level or 2 AS-levels
• BTEC national diploma DMM.
All to include GCSE: Mathematics grade C or above
Interview
Applicants are required to attend an interview (usually between December and mid-March) before an
offer is made. Offers and the level of offers are dependent on performance at interview.
6.2 CRB checks
Not applicable
SECTION 7: STUDENT SUPPORT AND GUIDANCE
Sources of help and advice for students are provided in the many ways including:
•
•
•
•
•
•
•
Induction Session
Handbooks
Student Support Coordinators, Subject Coordinators, Academic Advisors, Programme Leads,
Placement Tutors.
Academic Management Office
Student Support Services
Careers Centre
Students Union
Induction
New students will follow an induction programme to orientate them and help them settle in quickly within
their new learning environment (HE and Brookes). They will have introductory meetings with their subject
coordinators and meet their academic advisor.
Programme Information
All students will be provided, by the subject coordinator, with the following contextual information to
enable them to familiarise themselves with the programme/s:
• Programme specification
• Programme handbook
• Module descriptions/handbooks
• Regulations and policies governing the programme
Much of this information can be accessed via the Personal Information Portal (PIP) or on the University
web pages. They will also be provided with assignment deadlines and examination dates at the start of
each semester.
Support for students
It is recognised that students need support and advice throughout their studies so that they can make the
best of their time at Oxford Brookes.
Thus there is a range of support mechanisms for students, such as academic advisers and subject
coordinators, who will facilitate the students’ academic development, and student support coordinators,
who provide a drop-in service for questions about any aspect of student life, covering both academic and
personal welfare.
Central Support Services for students
The university’s support services include Upgrade, which provides advice on study skills such as
planning and writing essays, assignments and dissertations, research, or preparing for an exam. They
also give advice on statistics and mathematics.
There is a dedicated Student Disability and Dyslexia Service, which provides support for students with
disabilities including sensory and mobility impairments, dyslexia and other specific learning difficulties,
mental health problems and medical conditions. Here, staff offer advice and support on a range of
issues, including physical access, funding, alternative assessment arrangements and liaison with
teaching staff to ensure that they are aware of your requirements.
Careers
As the sandwich degree has a compulsory industrial placement year experience, students are provided
with support before, during, and after the placement year. Before the year out, students are provided with
advice and guidance on job applications, CV writing, interview preparation and information about health
and safety. Many of the placement opportunities are arrange through established links between the
course and industry. During the placement year, students are supported by a dedicated industrial
placement tutor and administrator, who will arrange progress visits from staff and be available to give
advice on academic, professional and pastoral matters. On completion of the placement, support is
provided for the preparation and submission of the placement report.
Oxford Brookes students and graduates can expect the Careers Centre to provide support during and for
three years after graduation in the form of:
• individual confidential drop-in slots
• help with locating relevant and up-to-date information on occupations, further study opportunities,
vacation work, voluntary work, employers and graduate vacancies
• help with applications, interviews and aptitude testing, and with the development of transferable
skills, often through workshops
• a user-friendly website which delivers information and relevant links effectively.
• a range of careers education workshops which may be delivered directly by the Careers and
Employment Centre or via academic Departments.
SECTION 8: GRADUATE EMPLOYABILITY
As a vocational course with a compulsory industrial placement experience year, the graduate
employability is excellent. First destination surveys frequently show that over 90% of students are in fulltime employment within 6 months of graduating. The majority of students are employed as graduate
construction and project managers as befitting the course, but some do progress into quantity surveying
and commercial management.
SECTION 9: LINKS WITH EMPLOYERS
The main link with employers is through the departmental Construction Professional Liaison Group as
well as the established links with placement providers. These links provide the following benefits to
students and the course:
•
•
•
•
•
•
•
Visiting speakers from industry and professional bodies
Work placements/opportunities for work-based learning
Site visits to live construction projects
Course development advice and feedback
Dissertation mentoring
Research collaboration
Sponsorship of student prizes and scholarships
SECTION 10: QUALITY MANAGEMENT
Indicators of quality/methods for evaluating the quality of provision
The internal indicators of quality for the programme come from many sources. The primary ones are
those based on regular student feedback via focus groups and surveys on specific issues, annual
module evaluation surveys, student representation at Subject Committee and Annual Programme
Review meetings. The Programme Team also seeks advice and guidance from the Department's
Professional Liaison Group for construction. The External Examiners for the programme are present at
Exam Committee meetings and see samples of students’ coursework and feedback. Their annual report
on the standards of the assessment and learning materials is considered at the Annual Review Meeting.
Every five years, the programme undergoes a rigorous Periodic Review, where it is tested against the
quality framework set by the University, again with feedback from students and external sources.
The external indicators of quality for the programme come primarily from the Quality Assurance Agency
(QAA) and the accrediting professional bodies. The course is designed specifically to meet the learning
outcomes of the QAA Subject Benchmark Statements (Construction, Property and Surveying (2008)),
and the professional competencies required by both the Royal Institution of Chartered Surveyors and the
Chartered Institute of Building.
The Royal Institution of Chartered Surveyors (RICS) accreditation is achieved through the approved
mapping of programme modules against the professional competences set out in the RICS Assessment
of Professional Competences (2006). This accreditation is reviewed and renewed each year at the
RICS/Brookes Partnership meeting.
The Chartered Institute of Building (CIOB) accreditation is achieved through the approved mapping of
programme modules against the learning outcomes set out in the CIOB Education Framework (2007).
The course and centre accreditation is reviewed on a five yearly basis through a formal accreditation
visit.